Based on a systems approach to management and organization, the Instructional Leadership Model identifies leadership tasks in clusters under school planning, staff and program development, and evaluation. A summary of analysis of research on effective schooling characteristics and leadership tasks supports the model and provides parameters for defining the principal's role in instructional leadership for school productivity. The development of the Administrators-for-Change Training (ACT) instrument, designed for school districts to use in assessing the training needs of their principals in relation to instructional leadership tasks, is also discussed. From the instrument validation process it was learned that 185 administrators (70 percent of the administrative personnel) in the Fort Worth (Texas) School District wanted training, in terms of priority concerns, in the following areas: (1) teacher performance planning and evaluation; (2) clinical supervision and observation technology; (3) creative problem solving and communications; (4) planning as it links school goals with school activities, teacher performance and evaluation, and the management of goal attainment processes; and (5) personal awareness as it relates personal style to effective leadership performance. Two versions of the ACT instrument are included. (MLF)